Cándido Genovard Roselló

Bio: Cándido Genovard Roselló is an academic researcher. The author has an hindex of 2, co-authored 5 publications receiving 13 citations.

Conocimiento de los profesores sobre disciplina escolar

Abstract: The purpose of this study is to determine the type of knowledge that the professor possess and makes use to negotiate discipline in the classroom and to contrast it with the one that handles after a program of formation. With this objective in mind a design was carried out (pre-test/ intervention /post-test) in which, in the first and last stage, the subjects had to respond to a questionnaire, made by the authors, on customary situations of discipline in the classroom. The analysis and comparison of the results put in evidence that the acquisition of new knowledge, that represents enrichment for the attainment of skills and unknown techniques, does not seem to have effect on the professor�s beliefs.

El aprendizaje basado en problemas: ilustración de un modelo de aplicaciones en psicopedagogía

Abstract: ResumenEl articulo analiza el enfoque de aprendizaje basado en problemas (ABP) ilustrando su aplicacion como modelo de aplicaciones (practicas) en las asignaturas de la licenciatura de Psicopedagogia, en concreto en dificultades del desarrollo y del aprendizaje Se describe el plan de las aplicaciones practicas y sus fases, diferenciando los momentos iniciales de los finales El proceso simula el que se sigue en el proceso de investigacion A lo largo de este proceso se va explicitando la implementacion del ABP, los principios, las variantes, la evaluacion, eficacia y limitaciones en el ABP Su utilidad en el desarrollo de las practicas de las asignaturas de Psicopedagogia y su potencial son evidentes para la formacion de profesionales en la intervencion psicopedagogica

Indisciplina Instruccional y Convencional: Su Predicción en el Rendimiento Académico

Abstract: El objetivo de esta investigacion fue analizar la posible incidencia que tienen los comportamientos disruptivos (instruccional y convencional) en el aula sobre el rendimiento academico. Respecto al metodo, la muestra se configuro con un total de 391 participantes y se utilizo la escala IG de indisciplina, la cual discrimina tipos de comportamientos disruptivos en el aula. Los resultados y conclusiones muestran congruencia con la existencia de dos factores diferenciados que explican la indisciplina escolar, y que se han denominado indisciplina instruccional e indisciplina convencional. Ademas, se ha confirmado que los comportamientos caracteristicos de la indisciplina instruccional se correlacionan negativa y significativamente con el rendimiento academico.

El discurso psicológico en el campo educativo: una revisión crítica de su configuración histórica y su devenir actual

Abstract: From the beginning, Educational Psychology had the objective of procuring tools to enhance the development of the educational practice. In this way, it offered knowledge to improve the students’ learning but also to discriminate those who presented difficulties of accommodation to the rhythms established by the school institution. From a historical analysis, this work will demonstrate how this discipline, conditioned by the situation that allowed its origin in the late nineteenth century, participated strategically in the emergence of a knowledge that legitimized school practice and established new government circuits for childhood. Following this, the perspectives that began to criticize the original paradigm of the discipline from the middle of the 20th century will be examined, exposing a certain naturalized pattern of psychological knowledge production in the school environment and thus promoting a contextual model that will take into account the broad characteristics of the teaching and learning process. Finally, it will be concluded that, in spite of the theoretical strength that these orientations have managed to distribute, the proliferation of psychological diagnosis in the school classrooms during the last decades, although protected under the argument of smoothing the borders between normal education and special education, would seem not only to eclipse and diminish the possibilities of the contextual model, but also to shake the traditional school structure and bear consequences of extreme importance for the current configuration of educational practice.

Evaluación e intervención educativa en el aula con alumnado disruptivo dentro del marco de una escuela inclusiva

Abstract: The research project "Evaluation and educational intervention with disruptive pupils within the framework of an inclusive school" was performed during the first and second quarter of the 2015-2016 school year. The main objective was to evaluate the agents involved in the classroom within a mainstream school, where disruptive students are presented. From the results obtained a number of proposals were made and methodological strategies for teachers, enabling them to understand and be sensitive to the behavioral problems of some of his students, generating appropriate responses to their needs. From the observation and analysis of a 1st course of compulsory secondary education, from now on ESO (26 students) were detected those students who by their characteristics were considered disruptive. The consequences that this causes in routine operation, possible causes were addressed, and the perceptions themselves from these situations of disruption were analyzed. The teachers involved (tutors, subject teachers, head teacher, director, Department of counseling, mediation group, janitors ....) with the help of interviews and questionnaires, helped us to obtain useful conclusions to achieve the objectives. Family characteristics, involvement and participation throughout the educational process have been useful to know what the perception of the school, the classroom, the students and all the teachers, to establish a set of tools valid to improve their behavior. Among some of the data obtained can be observed very similar results regarding the relational dimension (conflict) and the development dimension (autonomy and morality-religiosity). As regards the stability dimension, both pupils and families attach great importance to the organization and planning of the activities and responsibilities of the family, and to a lesser extent to which it refers to the norms and procedures established there in family.

Indisciplina Instrucional e Convencional: Sua Predição no Rendimento Acadêmico

Abstract: El objetivo de esta investigacion fue analizar la posible incidencia que tienen los comportamientos disruptivos (instruccional y convencional) en el aula sobre el rendimiento academico. Respecto al metodo, la muestra se configuro con un total de 391 participantes y se utilizo la escala IG de indisciplina, la cual discrimina tipos de comportamientos disruptivos en el aula. Los resultados y conclusiones muestran congruencia con la existencia de dos factores diferenciados que explican la indisciplina escolar, y que se han denominado indisciplina instruccional e indisciplina convencional. Ademas, se ha confirmado que los comportamientos caracteristicos de la indisciplina instruccional se correlacionan negativa y significativamente con el rendimiento academico.